Determining the knowledge and skills of students are identified as aspects in enhancing the students’ academic performance in sciences. Using the research instrument composed of test items and process skills checklist, data were gathered from 332 grade 8 students from the seven (7) public high schools in the Division of Santiago City, Philippines to assess their knowledge and science process skills in learning grade 8-Chemistry. Standard score (z-score) and descriptive statistics were used to analyzed the data. It was revealed that the student-respondents’ knowledge belongs to “developing proficiency level” while their process skills were rated as poor in their grade 8-Chemistry subject. In using the z-scores, most of the respondents are partially proficient in their scientific knowledge and skills. Based from the result, specific topics in grade 8 chemistry that needs an intervention material were identified. These intervention materials will be subjected to validation and further assessment. In improving the level of process skills and knowledge, students are encouraged to participate in different chemistry activities and for the teachers to elevate their science instruction and students’ academic performances.
Students are facing various challenges in life that may have adverse effects to their academic performance yet some school programs are not student needs-driven. This descriptive research study discusses the problems experienced by the 350 students of a higher education institution in the Philippines with the hope to craft activities that are responsive to their needs and academic achievement. The data were collected through questionnaire and registration methods. Descriptive analysis shows that around 9 percent to 23 percent of the students experience problems in academic, social, family, emotional, personal, financial and spiritual aspects whose degree ranges from moderate extent to very great extent. The problems reflect teachers' lapses in classroom management and pedagogy, and lack of activities that support students' holistic development and effective learning habits. Linear regression analysis confirms that their problems explain significantly a variance that ranges from 19 percent to 36 percent in their academic performance. Hence, this research offers implications that can help address the adversaries of high academic achievement. enhance and develop the students holistically. However, the recipients of some of these programs like the sociocultural, publications, and sports, are selected mostly among privileged students who can meet a certain criteria and/or quota. Thereby, not all the students are able to join the programs. Most especially, some of the offered programs may not directly address the needs and problems of certain students, and hence, may not effectively facilitate them for a better academic performance as they are crafted without any student needs research analysis. To address the students' issues, programs must be formulated based on the current needs of the students which are reflected by their common problems. The campus OSAS should deliver these kinds of programs to address the students' needs that contend their academic breakthroughs.The current study conducted a needs-assessment among the students to identify the challenges (problems) they are faced with, and to facilitate the formulation of future student service goals or programs. The study gauges the impact of their problems on their academic performance to offer a needs-driven student programs. This study is premised on the fact that students' academic performance may not only be predicted by their cognitive ability (Petrides, Chamorro-Premuzic, Frederickson and Furnham, 2005) but also their problems in various aspects including academics The said problems are herein operationally defined. Academic problems are the concerns of the students on their interest and motivation to study, learning skills and environment, as well as, their teachers' teaching strategies and teacher-student interactions. Family problems refer to contemporary conflicts, disruptions and/or crises within the family of the students, and between the student and family members. Financial problems refer to students' socio-economic status that reflects incapabilit...
This report discusses the extent of compliance of a higher education institution in Isabela, Philippines with the ISO 9001:2015 Quality Management System. An internal audit for clauses 4 to 9.1 of the QMS was conducted to determine the extent of QMS implementation and to identify areas of conformities, opportunities for improvement, and nonconformities. Out of the 215 findings, 177 are conformities (Cs); 25 are nonconformities (NCs); while 13 are opportunities for improvement (OFIs). The strengths of the organization include its understanding of its context, leadership of the top management, existence of planned actions to address risks and availability of almost all significant documents that support compliance and/or sustain the quality operations. Areas that need to be improved and complied include inadequate manpower for quality activities, unmet targets, and lack of control for externally provided products and services. Actions to address these findings are provided. Thus, the organization is highly recommended to carry out the corrective actions as soon as possible for continual improvement.
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